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Book Introductory Course(4Edition) .pdf


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CONTENTS
INTRODUCTION

Vll

To the Student
To the Teacher
About the new TOEIC@Test
Tips for taking the new TOEIC test
New TOEIC Test Directions
New TOEIC Test Answer Sheets

viii
IX

xii
xii
xiii
xiv

LISTENING COMPREHENSION

1

PARTI--PHOTOS

2

Photos of people
Photos of things
Strategy Review
Stra tegy Practice

3
16
29
32

PART 2--QUESTION-RESPONSE

37

Identifying time
Identifying people
Identifying an opinion
Identifying a choice
Identifying a suggestion
Identifying a reason
Identifying a location
Stra tegy Review
Strategy Practice

38
39
41
42
44
45
47
49
50

51

PART 3--CONVERSATIONS
Identifying time
Identifying people
Identifying intent
Identifying the topic
Identifying a reason
Identifying a location
Identifying an opinion
Identifying stress and tone
Stra tegy Review
Strategy Practice

52
55
58
61
63
66
68
71
74
75

CONTENTS

iii

PART 4-TALKS
Identifying the sequence
Identifying the audience
Identifying a situation
Identifying the topic
Identifying a request
Strategy Review
Stra tegy Practice

78

LISTENING COMPREHENSION REVIEW

94

78
81
83

85
87

90
91

107

READING
PART 5-INCOMPLETE
Word families
Similar words
Preposi tions
Conjunctions
Adverbs of frequency
Causative verbs
Conditional sentences
Verb tense
Two-word verbs
Strategy Review
Strategy Practice

iv

SENTENCES

108
109
111
113
115
117
119

121
123
124
126

127

PART 6-TEXT COMPLETION
Words in context
Pronouns
Subject-verb agreement
Modal auxiliaries
Adjective comparisons
Gerunds or infinitives
Strategy Review
Strategy Practice

129

PART 7-READING COMPREHENSION
Reading Strategies
Practice: Reading Comprehension
Ad vertisemen ts
Business correspondence
Forms, charts, and graphs
Articles and reports
Announcements and paragraphs

150

CONTENTS

130
132
135
138
141
143
146
147

151
153
153
156
159
162

165

168
169

Strategy Review
Strategy Practice
READING

180

REVIEW

PRACTICE TESTS

209

Practice Test One
Practice Test Two

209
249

ANSWER SHEETS
Listening Comprehension
Reading Review
Practice Test One
Practice Test Two

290
Review

291
291
293
295

AUDIO SCRIPTS
Listening Comprehension
Listening Comprehension
Practice Test One
Practice Test Two

297
298
317
323
329

Review

ANSWER KEYS
Listening Comprehension
Listening Comprehension
Reading
Reading Review
Practice Test One
Practice Test Two

335
337
342
349
351
358
370

Review

CONTENTS

v

PHOTO CREDITS
CORBIS/Royalty-Free
page 98 (top); page 99 (bottom); page 212 (bottom); page 214 (bottom); page 252
(bottom); page 253 (top); page 254 (bottom)
Educational Testing Service
pages 2; 94; 210; 250
Instructional Design International, Inc.; Washington, D.C.
page 4; page 10; page 13; page 17; page 20; page 26; page 30; page 31; page 33 (both);
page 34 (both); page 35 (both); page 36 (both); page 95 (both); page 96 (both); page 97
(top); page 98 (bottom); page 99 (top); page 211 (both); page 212 (top); page 213
(both); page 214 (top); page 215 (both); page 247 (both); page 251 (both); page 252
(top); page 254 (top); page 255 (both)
O'Toole, Steve
page 7; page 23; page 32 (both); page 97 (bottom); page 253 (bottom)

vi

PHOTO CREDITS

INTRODUCTION
INTRODUCTION

TO THE STUDENT
The new TOEIC@(Test of English for International Communication) test measures your
ability to understand English. It also measures your ability to take a standardized,
multiple-choice test. In order to score well on the new TOEIC test, you must have two
goals: improve your proficiency in English and improve your test-taking skills. The
Longman Preparation Series for the new TOEIC Test will help you do both.

Goal 1: Improving

your proficiency

in English

The Longman Preparation Series for the New TOEIC@ Test will help you build your
vocabulary. It will introduce you to words that are often used on the new TOEIC test.
These are words that are used frequently in general English and also in business
English contexts. You will learn words used by businesspeople involved in making
contracts, marketing, planning conferences, using computers, writing letters, and
hiring personnel. You will learn the words to use when shopping, ordering supplies,
examining financial statements, and making investments. You will also learn general
English terms often found in business contexts. This includes words used for travel
and entertainment and for eating out and taking care of one's health.
The Longman Preparation Series for the New TOEIC@ Test will help you review English
grammar. The grammar items commonly tested on the new TOEIC test are reviewed
here. You will learn grammar structures in TOEIC contexts.

Goal 2: Improving

your test-taking

skills

The Longman Preparation Series for the New TOEIC@ Test will teach you to take the new
TOEIC test efficiently. It will help you understand what a question asks. It will help
you analyze the test items so you will know what tricks and traps are hidden in the
answer choices. It will familiarize you with the format of the test so you will feel
comfortable when taking the test. You will know what to expect. You will know what
to do. You will do well on the new TOEIe.

viii

INTRODUCTION

TO THE TEACHER
As a teacher, you want your students to become proficient in English, but you know
your student's first goal is to score well on the new TOEIC@test. Fortunately, with the
Longman Preparation Series for the New TOEIC@ Test, both your goals and the students'
goals can be met. All activities in the Longman Preparation Series match those on the
actual new TOEIC test. Every practice exercise a student does prepares him or her for a
similar question on the test. You do not, however, have to limit yourself to this
structure. You can take the context of an item and adapt it to your own needs. I call this
teaching technique "UPP service": Look at; Identify; Paraphrase; Personalize. UPP
service makes the students repeat the target words and ideas in a variety of ways.
Repetition helps students learn English. Variety keeps them awake. Here are some
examples on how UPP service can "serve" you in your classroom for each of the seven
parts of the new TOEIC test.

Part 1: Photos
L

Have the students look at the photo.

I

Have the students identify all the words in the photo. Have them determine who is
in the photo, what they are doing, and where they are standing. If there are no
people, have them determine what is in the photo and describe it.

P

Have the students paraphrase the sentences they used when identifying the people
or objects in the photo. This can be very simple, but it teaches the versatility and
adaptability of language. For example, the students identify in the picture a man
getting on the bus. Paraphrase: A passenger is boarding the bus. The students can also
enrich the sentence by adding modifiers: A young man is about to get on the city bus.

P

Have the students personalize their statements. Start with simple sentences such as
I am getting on the bus and expand to short stories: Every morning, I wait for the bus
on the corner. The bus stop is between Fifth and Sixth Street on the west side of the street.
There are often many people waiting for the bus, so we form a line.

Part 2: Question-Response
L

Have the students listen to the question and three responses.

I

Have the students identify all the words in the question and three responses. They
can take dictation from the audio program or from you.

P

Have the students paraphrase the question or statement they hear. You're coming,
aren't you? can be paraphrased as I hope you plan to come. Options such as, Yes, of
course. can be paraphrased as Sure.

INTRODUCTION

ix

P

Have the students personalize their statements. The students can work in pairs and
develop small dialogues: You're coming to my house tonight, aren't you? No, I'm sorry.
I have to study.

Part 3: Conversations
L

Have the students listen to the conversations
answer options in the book.

and look at the three questions and

I

Have the students identify all the words in the short conversations,
written questions, and possible answers.

P

Have the students paraphrase th~ sentences. The method is the same as for Parts 1
and 2. The students will demonstrate their understanding of the individual
sentences by providing a paraphrase.

P

Have the students personalize their statements. If the conversation is about dining
out, the students can make up their own short conversation about a dining
experience that they had. They should work in pairs or small groups for this
exercise.

the three

Part 4: Talks
L

Have the students listen to the talks and look at the question(s) and answer options
in the book.

I

Have the students identify all the words in the talks, the written question(s), and
possible answers.

P

Have the students paraphrase

P

Have the students personalize their statements. Have them work in pairs or groups
to create a similar talk. Have different individuals from the same group stand and
give the talk. It will be interesting to see which vocabulary and grammar patterns
they choose to share.

Part 5: Incomplete

x

the sentences.

Sentences

L

Have the students look at the statement and four responses.

I

Have the students identify all the words in the statement and four responses.

P

Have the students paraphrase the statement. They can also create sentences with
the answer options that did not complete the blank in the original statement.

INTRODUCTION

P

Have the students personalize their statements. The students may find it difficult
to find something in common with the whole statement, but they might be able to
isolate one word and create some personal attachment. For example, in QUI' clients
are satisfied with their cOlI/puter systell/, your students may not have clients, but they
will probably have a computer: I all/ satisfied with my persona! computer.

Part 6: Text Completion
1.

Have the students read the statement with the blank.

2.

Have the students read the answer options.

3.

Ask the students if they can complete the blank by just reading the statement with
the blank.

4.

If not, the students will have to look for references in the passage. Have them try to
find synonyms or paraphrases to the answer options in the passage.

5.

Have them make up a sentence with each answer option.

Part 7: Reading

Comprehension

L

Have the students look at the passage.

I

Have the students identify all the words in the passage.

P

Have the students paraphrase the passage. If the passage is an advertisement,
have them create a new advertisement for the same product. If the passage is a
timetable, put the timetable in a different format.

P

Have the students
student's personal
schedule. A report
little imagination,

personalize the passage. Advertisements can be turned into a
classified ad. A diary can be turned into a student's own
can be turned into a student's essay on the same subject. With a
you can find a way to personalize almost any reading passage.

INTRODUCTION

xi


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